Collective efficacy refers to the belief, which is shared within a group structure on their common abilities related to organizing courses of action and their execution. From the point of view of education, it is found that students, teachers and school administrators develop common beliefs that may be studied in terms of self-efficacy and that they act accordingly. The aim of this study is to determine the teachers' collective efficacy beliefs and examine it in terms of teachers' self-efficacy, self regulation, dimensions of burnout, gender and teaching experience. The study was conducted with the participation of 122 primary and secondary education teachers. The Collective Efficacy Scale and the Self Regulation Scale, which were administered in this study, have been adapted into Turkish, and it is found that their validity and reliability results are compatible with those of the original scales. Furthermore, Teacher Self-efficacy Scale and Maslach Burnout Inventory were used as data collection tools, as well. The results of this study show that the teachers' collective efficacy beliefs are high. Regression analysis was carried out to determine the variables for predicting collective efficacy beliefs. According to this analysis, teachers' self-efficacy beliefs and emotional exhaustion sub-dimension of the Maslach Burnout Inventory contribute significantly to predict the collective efficacy beliefs and the whole model explains 34% of the variance.